Hi Reed, I love your videos! You are aמ exceptional tutor. I have a few questions after watching your previous videos that you mentioned in the video in addition to this one. * I found your approach very useful, however this time I got confused when to ask the conclusion in reverse. Unlike your other videos, in this one sometimes (usually in GC examples) you didn't ask a reverse question. * I'm trying to understand if you replaced the "why ___, even though ____" method you invented? I think you changed the "why" to a specific question related to the "Categorized" (Prediction Plan / Guessed Cause). Example: instead of: why____ even though____. You're asking: (PP e.g) - you replaced it with: can _____ even thoguh____. (GC e.g) - you replaced it with: Is there another reason why _____ even though ____. And again, I so appreciate your teaching professionalism!
Hey there, Thanks so much for the kind words. I'm Glad you find these videos helpful! I might have been a little 'loose' with the "Why ______ even though _______" blank phrasing, but the core idea of that question is still broadly in play for both Guessed Cause and Prediction Plan questions. Consider the first "Prediction/Plan" argument: PREMISE: Number enrolled in college is increasing. CONCLUSION: Number of people entering job market with college degrees will increase. The question to ask is some form of "Why might the number entering the job market with college degrees not increase even though the number of college enrollees is increasing?" That's a similar enough question to "Can the number entering the job market with college degrees not increase, even if the number of college enrollees is increasing?" Or "How could the number entering the job market with college degrees not increase, even if the number of college enrollees is increasing?" We now use our 'prediction/plan' understanding to realize we're wondering what sorts of things would keep a 'cause' from resulting in a certain 'effect.' For the Guessed Cuase version of the argument: Premise: The number of people entering the market with college degrees is higher. Conclusion: Number of Kravonians enrolled in college must have increased. The question to ask is some form of: "Why would the number of Kravonians enrolled in college not have increased, even if the number of people entering the market with college degrees has increased?" Or "How could the number of Kravonians enrolled in college not have increased, even if the number of people entering them market with college degrees has increased?" We use our understanding of 'guessed cause' to realize we might look for another possible cause for the increase in college graduates entering the job market.
Hi Reed,
I love your videos!
You are aמ exceptional tutor.
I have a few questions after watching your previous videos that you mentioned in the video in addition to this one.
* I found your approach very useful, however this time I got confused when to ask the conclusion in reverse.
Unlike your other videos, in this one sometimes (usually in GC examples) you didn't ask a reverse question.
* I'm trying to understand if you replaced the "why ___, even though ____" method you invented?
I think you changed the "why" to a specific question related to the "Categorized" (Prediction Plan / Guessed Cause).
Example: instead of: why____ even though____. You're asking:
(PP e.g) - you replaced it with: can _____ even thoguh____.
(GC e.g) - you replaced it with: Is there another reason why _____ even though ____.
And again,
I so appreciate your teaching professionalism!
Hey there,
Thanks so much for the kind words. I'm Glad you find these videos helpful!
I might have been a little 'loose' with the "Why ______ even though _______" blank phrasing, but the core idea of that question is still broadly in play for both Guessed Cause and Prediction Plan questions.
Consider the first "Prediction/Plan" argument:
PREMISE: Number enrolled in college is increasing.
CONCLUSION: Number of people entering job market with college degrees will increase.
The question to ask is some form of "Why might the number entering the job market with college degrees not increase even though the number of college enrollees is increasing?"
That's a similar enough question to "Can the number entering the job market with college degrees not increase, even if the number of college enrollees is increasing?" Or "How could the number entering the job market with college degrees not increase, even if the number of college enrollees is increasing?"
We now use our 'prediction/plan' understanding to realize we're wondering what sorts of things would keep a 'cause' from resulting in a certain 'effect.'
For the Guessed Cuase version of the argument:
Premise: The number of people entering the market with college degrees is higher.
Conclusion: Number of Kravonians enrolled in college must have increased.
The question to ask is some form of: "Why would the number of Kravonians enrolled in college not have increased, even if the number of people entering the market with college degrees has increased?" Or "How could the number of Kravonians enrolled in college not have increased, even if the number of people entering them market with college degrees has increased?"
We use our understanding of 'guessed cause' to realize we might look for another possible cause for the increase in college graduates entering the job market.
Great video, only 53 views doesn't look right